The aim of this study was two-fold. The first aim was to determine the levels of critical thinking
disposition and perception of problem-solving ability of pre-service teachers. The second aim
was to compare the effects of problem-based learning and traditional teaching methods on the
critical thinking dispositions and perceptions of problem-solving ability of pre-service teachers,
when implemented in the teaching of the acid-base topic. Participants for the study consisted
of 49 pre-service teachers. A pre-test–post-test control group design was used. Data were
obtained using the California Critical Thinking Disposition Inventory and Problem-Solving
Inventory. It was generally determined that pre-service teachers exhibit low levels of critical
thinking disposition and medium levels of perception of problem-solving ability. Also, while
problem-based learning and traditional teaching methods did not have different effects on the
critical thinking dispositions of pre-service teachers, they had different effects on their percep-
tions of problem-solving ability.

doi: 10.15700/201412120936